To promote social, economic, and educational justice for the Navajo People:

Activity 1: Hold seminars/training on economic justice; Activity 2:Hold seminars, training on social justice Activity 3: Hold seminars, training on equal educational opportunity Activity 4: Gather statistical information and disseminate on inequities in Navajo educational systems(serving Navajo students); Activity 5: Publish newspapers stories and articles showing inequities in all areas: Social, economic, and educational injustice.

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To foster research and collect data on the discrimination faced daily by Navajo school children and Navajo adults in the border communities of the Navajo Nation:

Activity 1: Gather census facts on States serving Navajo and on Navajo Nation; Activity 2: Research and publish the overwhelming disparity between Anglo positions in power, prestige, and privilege versus the very low number of Navajo in power, prestige, privilege; Activity 3: Show the use of illegal tracking of Navajo students into vocational and special education as demonstrated in Donna Deyhle’s Navajo Youth and Anglo Racism: Cultural Integrity and Resistance in the Harvard Educational Review, 65, 3; Activity 4: Create a statistical data base of demographic factors of discrimination in college prep courses, vocational classes, scholarships, college tracking, etc.; Activity 5 : Offer seminars and workshops for teachers and students to overcome the obstacles to their educational and employment success.

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To advocate legal and other action to assure that United States and state laws on civil rights and hiring are enforced:

Activity 1: Secure funding an support for a central point-of-entry information center for all civil rights laws and lawful employment practices; Activity 2: Host a forum, workshop, and conference on civil rights and bring in top state and federal officials to speak; Activity 3: Enlist attorneys for pro bono cases involving Navajo civil rights; Activity 4: Create and publish, or fund and publish a pamphlet of civil rights laws, employment laws, and other laws regarding unfair equity and discriminatory practices; Activity 5: Establish in the public schools a course on civil rights with the assistance of The state and tribal courts and officers.

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To stop the tracking of Navajo students into vocational education:

Activity 1: Find funding for, and widely disseminate, through The Navajo Times Donna Deyhle’s “Navajo Youth and Anglo Racism: Cultural Integrity and Resistance” in The Harvard Educational Review, 65, 3; Activity 2: Offer workshops for parents and students addressing the vocational and special education issues and the tracking which is illegal into these programs; Activity 3: Establish a volunteer advocacy group to work with schools to ascertain that Navajo youth receive appropriate counseling and college preparation courses; Activity 4: Host a conference on tracking with Valencia “The Evolution of Deficit Thinking” and others present and invite school officials and border communities leadership; Activity 5: Compile actual statistics and present to federal courts as evidence of disregard for the civil rights laws and educational laws which prohibit tracking.

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To saturate the state, national , and international media with the segregation of the border communities in terms of the Navajo/Anglo relationship:

Activity 1: Produce consistent, persistent email, news releases, and news stories on the Navajo Nation, the problems faced by the Navajo in 2004 which resemble Jim Crow, and the hardships of Navajo life; Activity 2: Promote through essay contests self-published books which generate funds and tell the stories of Navajo youth as they daily face discrimination and involve themselves in a constant racial conflict in all aspects of their lives including schools; Activity 3: Promote Donna Deyhle’s “Navajo Youth and Anglo racism: Cultural Integrity and Resistance” in The Harvard Educational Review, 65, 3, to state, national, and international media; Activity 4: Host reporters, authors, and others in pursuit of the Navajo story; Activity 5: Hold public hearings and bring in press and media to cover them

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To encourage Congressional, legislative, and other representative groups to conduct public hearings on the segregation in the border communities and the public school systems:

Activity 1: Raise funds and publish in the Congressional Record the discrimination facing the Navajos in the border communities; Activity 2: To conduct public hearings on issues of critical significance to discrimination issues and other issues facing the Navajo and through these hearings and media coverage encourage similar hearings by state and federal official Activity 3: To prepare transcripts and publish findings in a book available to raise funds for the Institute and as a case study of Navajo needs; Activity 4: To disseminate through extensive media coverage the results of the hearings to local, state, and national , plus international media; Activity 5: To create leadership opportunities for Navajo youth and adults in conducting and preparing for public hearings.

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To challenge the legality of school systems where 95% of the teachers and principals and power positions are Anglo and all the students in the schools(or almost all)are Navajo:

Activity 1: Conduct workshops, travel opportunities, training, and conferences to promote the elimination of racism; Activity 2: Create a legal fund to challenge school systems on the basis of de facto staff/student segregation; Activity 3: Conduct essay contests and research to determine the effect of segregation by staff/students on Navajo students; Activity 4: Host a annual conference on racism elimination for leadership of the border communities and the Navajo Nation; Activity 5: Publish essays in a book which will make the case and raise funds for the Institute.

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